How do academic institutions integrate students with high-functioning autism? (report)

The present study examines whether and to what extent academic institutions integrate students with high-functioning autism. In the past decade, it was found that academic institutions admit such students and have also established student support systems to aid their successful integration in academic studies, based on a belief in the principle of integrating students from different backgrounds. This study follows several case studies and presents findings of the situation in academic institutions. Findings may have practical applications for the integration of students with high-functioning autism, the development of intervention programs, and the integration of these students in society; therefore the beliefs and attitudes of those who play a role in these students’ integration are a key to this process.